For the past six years, I have had the honor of working as a paraprofessional in the field of special education. Each day in the classroom has been more than just a job; it has been a meaningful experience that reaffirms my belief that this is the work I am meant to do. My role has been a source of deep fulfillment, purpose, and growth. It is not just a career for me; it is a calling, an extension of my faith, and a reflection of my commitment to serve others. Becoming a certified special education teacher is the next natural step in this journey, and graduating with a college degree will provide me with the tools, knowledge, and credentials to continue transforming lives. With the support of this scholarship, I hope to fulfill my dream of serving students with special needs without being burdened by financial obstacles. My passion for special education stems from firsthand experience supporting students with a wide range of needs: academic, emotional, developmental, and behavioral. I have worked with children diagnosed with autism, learning disabilities, ADHD, and other challenges that impact their academic performance and social development. These experiences have not only shaped my understanding of effective instructional strategies but also opened my heart in ways I never anticipated. Working closely with these students has taught me invaluable life lessons: the importance of patience when progress is slow, grace when frustration sets in, empathy when a student is struggling to express their emotions, and resilience when faced with daily obstacles. These qualities are essential not just for teaching, but for making a real and lasting difference in each child's life. I have seen the transformative power of encouragement and consistency. Sometimes, a student just needs someone to believe in them when no one else will. I’ve witnessed children who once refused to engage in learning begin to open up and thrive when given proper support and compassion. As a paraprofessional, I’ve had the privilege of playing a small but meaningful role in those breakthroughs. Yet, I know my role has limitations. I am ready and eager to do more. I want to lead my classroom, create individualized learning plans tailored to each student's strengths and challenges, and advocate more effectively for the students who need it most. I want to be the one initiating communication with parents, designing interventions, and building bridges between home, school, and therapy providers. Graduating with a college degree will allow me to step fully into that leadership role and take on greater responsibility. I aspire to be the kind of teacher who not only educates but also uplifts someone who is, creating a classroom environment where every student, regardless of their challenges, feels seen, heard, valued, and capable of achieving success. I want to model the kind of compassion and perseverance I expect from my students, and I want to build a culture of inclusion, acceptance, and high expectations. Special education is truly the Lord’s work, requiring not just knowledge and technical skill, but a servant’s heart and a teacher’s vision. It’s a calling that demands daily prayer, a deep well of love, and an unwavering commitment to growth, both in myself and in those I serve. I am ready for that challenge, and I welcome it with open arms. My career goal is to become a certified special education teacher in a public school, ideally continuing in the district where I currently work. I already know the students, staff, and community, and I want to build on the relationships I’ve cultivated over the years. I plan to work in inclusive classrooms, supporting students with varying needs in general education settings, while also contributing to self-contained environments when necessary. I am especially passionate about supporting students who struggle with behavior and emotional regulation. I believe that with the right tools, patience, and support, every student can succeed academically and socially. Long-term, I hope to take on leadership roles in special education advocacy. I envision myself mentoring new educators, contributing to curriculum design that centers the needs of diverse learners, and participating in district-level initiatives that promote equity and access for all students. I believe that effective special education teachers must also be community builders, working in partnership with parents, administrators, general education teachers, and service providers to ensure that every child receives a high-quality education and feels a genuine sense of belonging. Receiving this scholarship would be a tremendous blessing in many ways. First and foremost, it would alleviate the financial burden of paying for college. As an adult learner and full-time professional, I already balance a great deal of responsibility. Avoiding the stress of student loans and financial hardship would allow me to fully concentrate on my coursework, field experiences, and certification requirements. More importantly, this scholarship would represent something even greater; it would be a symbol of belief. A belief not only in my potential, but in the value of the work I am dedicating my life to. This financial support would be an investment not just in my education, but in the countless students whose lives I will touch throughout my teaching career. My academic plan is clear and focused: I intend to complete my degree program in education with a concentration in special education, fulfill all state certification requirements, and begin teaching in my classroom as soon as possible. I am committed to academic excellence, professional integrity, and ongoing growth. I understand the rigor and expectations that come with being an effective educator. I also understand that learning doesn’t end with graduation. Even after I complete my degree, I plan to attend professional development workshops, pursue additional certifications, and stay informed about the latest research and strategies in special education. My goal is not just to meet the standards; it’s to exceed them and be the best possible advocate and instructor for my students. In terms of plans, I envision myself not only teaching, but also serving as a positive and influential voice within my school and district. I want to help promote inclusion, challenge harmful stereotypes, and celebrate the strengths and potential of every child. I am especially passionate about advocating for students who are often marginalized, underestimated, or misunderstood. I know what it feels like to be overlooked, and I never want one of my students to feel invisible or unworthy. I want to create learning environments where students feel safe enough to take risks, supported enough to persevere, and empowered enough to believe in their greatness. This journey is also deeply spiritual for me. I believe that teaching, especially in the field of special education, is not just a profession, but a form of ministry. It is about serving others with humility, faith, and unconditional love. Every lesson I teach, every challenge I face, and every milestone my students achieve is part of a greater purpose. I don’t just want to teach, I want to inspire. I want my students to believe in themselves the way I believe in them. And I want them to know, without a doubt, that they are capable of greatness, no matter what labels or limitations the world tries to place on them. In conclusion, this scholarship would not only support my academic and professional goals; it would affirm the importance of what I am striving to do. It would give me the encouragement, financial support, and recognition I need to continue this important journey. I am not simply pursuing a degree; I am pursuing a lifelong mission to empower, uplift, and educate students who deserve every opportunity to succeed. With your support, I will continue to answer this calling; faithfully, passionately, and wholeheartedly.

One student in particular stands out when I think of this topic. He was 6 feet 7 inches tall, weighed over 400 pounds, and had a long history of aggressive behavior. At other schools, staff refused to work with him. People were afraid of him, not just because of his size, but because of the labels that had been attached to him over time. He had become someone others gave up on before they ever gave him a chance, but I saw something different. For the past six years, I have worked as a paraprofessional, a position that has changed not only the lives of my students but my own. My journey in education has not followed the traditional path, but it has been driven by an unwavering commitment to the students who need a pillar in their lives; the ones often overlooked, misunderstood, or feared. These are the students who inspire me and remind me every day why I chose to dedicate my life to education. When I began working with him, I quickly realized that his behavior wasn’t rooted in animosity, but in pain, confusion, and a desperate need to be understood. He didn’t need more punishment or avoidance; he needed patience, consistency, and someone willing to see him for who he truly was beyond the surface. It wasn’t easy. There were difficult days, and there were moments when progress felt slow or nonexistent. But I remained committed, and I listened more than I spoke. I learned his triggers, his patterns, and what made him feel safe. I celebrated the small victories, like a day without an outburst, when he smiled at a joke, or engaged in a lesson without resistance. Slowly, things began to change. He started trusting me, and eventually, he started trusting himself. Working with him taught me that education is not just about academics; it’s about teaching the whole child. Sometimes, before a student can master math or reading, they have to learn how to process their emotions, regulate their behavior, and believe that they are capable of learning. This experience solidified my passion for education and revealed the kind of educator I strive to be, one who sees potential in every student, especially those who others have written off. My ambition is not simply to teach but to reach; to reach students who are struggling, discouraged, or disengaged, and to help them see they matter, they belong, and they can achieve more than they ever thought possible. If I could change one thing about the education system, it would be the way we approach students with behavioral or emotional challenges. Too often, these students are excluded or punished rather than supported. We need more trauma-informed practices, more emphasis on mental and emotional well-being, and more educators trained to understand the underlying causes of behavior. Every child has a story, and until we take the time to understand those stories, we risk missing out on the opportunity to truly educate. Education should be a place where all students feel safe, valued, and empowered, not just the ones who fit into a conventional mold. The system needs to evolve to meet the diverse needs of its learners, and that evolution starts with educators who are willing to lead with empathy, patience, and determination. I want to be one of those educators. I want to be the person who helps change not just individual lives, but the system itself. My drive comes from the belief that no student is beyond help, and no challenge is too great when met with compassion and commitment. I’ve seen firsthand the difference only one adult can make in a child’s life. I’ve seen how persistence, kindness, and belief can open doors that seemed permanently shut. And I carry those lessons with me every single day. Education is not just my career; it’s my calling. I am driven by the desire to create impact, to be a steady presence in the lives of students who need it most, and to challenge the assumptions that hold them back. The boy others feared taught me the greatest lesson of all: when you truly see a student, not just their behavior, or their test scores, but their heart, you have the power to change their world. And that’s exactly what I intend to do.

This quote by Professor Harold Bloom speaks deeply to my experience as a paraprofessional working with special needs students at The Austin Centers for Exceptional Students for the past six years. In my eyes, helping a student find their “presence” means helping them see their value—guiding them to recognize that their thoughts, emotions, how actions matter, and that they have the power to make meaningful choices in their lives. For many of the students I work with, negative behavior is not a sign of defiance but a form of communication, often rooted in frustration, trauma, or unmet needs. My passion lies in helping these students learn to express themselves in healthier, safer ways and discover the confidence that comes from self-regulation, connection, and success. I see every outburst not as a problem, but as an opportunity to teach, support, and grow. My mission is to help each student move from reacting to their environment to interacting with it thoughtfully, purposefully, and with increasing independence. I achieve this through a mix of structure and compassion, always providing consistency while also meeting each child where they are emotionally and cognitively. I believe in celebrating small victories because those moments build a foundation for lasting change. Whether it's a student taking a walk break instead of yelling, or choosing to communicate through communication boards to ask for help, instead of shutting down. These moments are steps toward the understanding that they are not defined by their behaviors, but by their potential. One of the most rewarding parts of my role is watching students begin to see themselves differently. Over time, they go from seeing school as a place where they’re constantly corrected to a space where they are understood, supported, and respected. I know that when a student begins to take pride in their progress, even in the smallest ways, they’re experiencing the early stages of self-awareness—of presence! Teaching is not just about content—it’s about connection. It's about guiding students to recognize their inner strength and resilience. As a paraprofessional, I may not be the lead teacher in the classroom, but I am a steady and trusted presence—someone my students rely on every day, someone who believes in them even when they struggle to believe in themselves. In special education, presence is not something that happens overnight. It is nurtured, moment by moment, with patience, empathy, consistency, and unwavering belief in the power of growth. After six years at The Austin Centers for Exceptional Students, I remain committed to helping every student I serve discover their voice, own their choices, and embrace who they are with pride.